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The role of relationships, curriculum design, and program culture in improving academic and behavioral outcomes in a disciplinary alternative education program: A photovoice study.

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Title: The role of relationships, curriculum design, and program culture in improving academic and behavioral outcomes in a disciplinary alternative education program: A photovoice study.
Authors: Shamrova, Daria1 (AUTHOR) shamrova@txstate.edu, Boppre, Breanna2 (AUTHOR), Lampe, Joana3 (AUTHOR), Hastings, Michaela4 (AUTHOR)
Source: Preventing School Failure. Jul2024, Vol. 68 Issue 3, p242-255. 14p.
Subject Terms: *Alternative education, *Curriculum planning, *At-risk youth, *Academic programs, Photovoice (Social action programs)
Geographic Terms: Midwest (U.S.)
Abstract: The literature on "what works" in disciplinary alternative education is inconclusive. Our current understanding of effective disciplinary alternative education programs is based primarily on quantitative data collected for administrative purposes. The voices of youth directly affected by disciplinary alternative education programs are often excluded from the conversation. To fill this gap in the literature, our study utilizes Photovoice methodology with 11 youth in disciplinary alternative education programs in the Midwest. The findings suggest the importance of positive relationships with adults, having tailored educational curriculum delivery, and addressing punitive elements of program culture for the academic and behavioral outcomes for youth with moderate to high-risk behaviors in a disciplinary alternative education setting. Youth recommend modification of the curriculum, increase in socialization activities, and improvement of disciplinary and incentive procedures. [ABSTRACT FROM AUTHOR]
Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The role of relationships, curriculum design, and program culture in improving academic and behavioral outcomes in a disciplinary alternative education program: A photovoice study.
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  Data: *<searchLink fieldCode="DE" term="%22Alternative+education%22">Alternative education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22At-risk+youth%22">At-risk youth</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+programs%22">Academic programs</searchLink><br /><searchLink fieldCode="DE" term="%22Photovoice+%28Social+action+programs%29%22">Photovoice (Social action programs)</searchLink>
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  Data: The literature on "what works" in disciplinary alternative education is inconclusive. Our current understanding of effective disciplinary alternative education programs is based primarily on quantitative data collected for administrative purposes. The voices of youth directly affected by disciplinary alternative education programs are often excluded from the conversation. To fill this gap in the literature, our study utilizes Photovoice methodology with 11 youth in disciplinary alternative education programs in the Midwest. The findings suggest the importance of positive relationships with adults, having tailored educational curriculum delivery, and addressing punitive elements of program culture for the academic and behavioral outcomes for youth with moderate to high-risk behaviors in a disciplinary alternative education setting. Youth recommend modification of the curriculum, increase in socialization activities, and improvement of disciplinary and incentive procedures. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178152159
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      – Type: doi
        Value: 10.1080/1045988X.2023.2222678
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 242
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      – SubjectFull: Alternative education
        Type: general
      – SubjectFull: Curriculum planning
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      – SubjectFull: At-risk youth
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      – SubjectFull: Academic programs
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      – SubjectFull: Photovoice (Social action programs)
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      – SubjectFull: Midwest (U.S.)
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            NameFull: Boppre, Breanna
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            NameFull: Hastings, Michaela
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            – D: 01
              M: 07
              Text: Jul2024
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              Y: 2024
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